GOAL ORIENTATION, PERCEIVED ENABLER/BARRIERS, AND SELF-EFFICACY IN HEALTHCARE ADMINISTRATION INSTRUCTION

The principal aim of this paper is to enhance curricula and instruction in business and healthcare administration. In pursuance of this aim the results of a study of relationships among goal orientations, self-efficacy, perceived instructional enablers, and course satisfaction among students enrolled in a university business school healthcare administration program are reported. Findings are based upon a total of 353 surveys completed both by graduate and undergraduate students. A central conclusion is the importance of understanding the interplay of students' goal orientations, learning enablers or barriers, course assessment, and self-efficacy in educating healthcare leaders. Implications are discussed for instructional improvement and future research. Keywords: goal orientation, self-efficacy, business education, healthcare administration, course enablers/barriers, curriculum development, life-long learning, student motivation